Search results

1

Book Reviews Sharon Gewirtz, Alan Cribb, Understanding Education. A Sociological Perspective

100%

Zahorska M.

Polish Sociological Review

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2012

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vol. 177

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issue 1

123-128

2

Estimating the effect of class size on academic achievement by ex post facto experiment

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Koniewski M.

Edukacja

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2013

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issue Edukacja. An interdisciplinary approach 1

41–58

EN

The analyses of influence of class size on academic achievement used data from study conducted in 2006 by the Regional Examination Board in Cracow (Poland). The variables explaining the achievements of lower secondary school pupils were identified using regression analysis. The model explains 71% of variance of exam results. These variables were used to identify statistical twins. Their assignment to the experimental and control group was performed in three ways: by stratification using Mahalanobis distance, matching one-to-many and one-to-one using k-means method. The last method proved the most successful. The effect of class size on student outcomes proved statistically insignificant. However, pupils from classes with below 23 pupils achieved higher mean scores than their peers from larger classes by 0.039 standard deviation.

3

Knowledge-based society – near future or distant prospect?

100%

Zemło M.

Przegląd Socjologiczny

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2008

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vol. 57

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issue 4

133-151

EN

The submitted paper proposes that the emergence of the knowledge based society does not primarily depend on the structural conditioning of its functioning, its technological infrastructure or proper management of information space, etc., but rather on the quality of knowledge which is at people’s disposal and which is to a large extent shaped by the school. The analysis of parameters of the school knowledge which is currently implemented at schools reveals that the formation of graduates does not meet the requirements of the age of the knowledge based society. It can be, thus, extrapolated that the knowledge based society (not to be confused with society whose economy is based on knowledge) still remains a rather remote prospect. Thus, in order to make it a nearer perspective, radical steps must be undertaken to reform institutions responsible for the condition of individual awareness, which applies particularly to schools.

4

Nový institucionalismus v pedagogice

100%

Dvořák D.

Studia paedagogica

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2012

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issue 2

9-26

EN

A major educational reform of primary and lower secondary education was launched in the Czech Republic recently. Nevertheless, recent decline of TIMSS and PISA results of Czech pupils raised debates about further measures for improvement of the national school system. In this paper, the new institutionalism is outlined as a valuable theoretical framework for deeper understanding of the Czech schools and for the analysis of the problems encountered by the reform. For instance, the promotion of general key competences as the preferred goal of Czech primary school may be in conflict with the “global culture of schooling” that emphasizes academic outcomes measured by PISA or TIMSS.

5

ATTEMPTING TO REGISTER CHANGES: THE EDUCATIONAL DIMENTION OF CONTEMPORARY SOCIETIES

100%

BARANOWSKI M., ODROWĄŻ-COATES A.

Society Register

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2018

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vol. 2

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issue 2

7-10

EN

When registering the changes affecting our societies, which undoubtedly have a multidimensional character and occur at different speeds, it is impossible to disregard the issue of education. This is especially true in the context of the discourse focusing on so-called cognitive capitalism, creative industries, intangible work, gig/sharing economy, education is an extremely important element of not only “the personal troubles”, but also “the public issues of social structure”, to use C. Wright Mills (2000:8) terms.

6

Aspiracje edukacyjne rodziców w stosunku do własnych dzieci

100%

Kozłowski W., Matczak E.

Edukacja

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2014

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issue 1(126)

66–78

PL

Artykuł przedstawia analizę zróżnicowań aspiracji rodziców do wykształcenia ich dzieci będących w czasie badania uczniami klasy IV szkoły podstawowej (próba ogólnopolska, N = 4931). Aspiracje analizowano w trzech aspektach: maksymalnym (wymarzonym), realnym (oczekiwanym) i najniższym możliwym do zaakceptowania. Rodzice mają wysokie aspiracje do wykształcenia swoich dzieci (ponad 80% chce dla nich wykształcenia wyższego). Większość (60%) sądzi, że aspiracje te zostaną zrealizowane. Aspiracje najsilniej warunkuje wykształcenie rodziców, w mniejszym stopniu miejsce zamieszkania i płeć dziecka. Wyniki świadczą o utrzymywaniu się wysokich aspiracji edukacyjnych w społeczeństwie polskim, mimo że wykształcenie przestaje gwarantować wysokie dochody i pozycję społeczną.

EN

Educational aspirations of parents of pupils in fourth grade of primary schools (N = 4931) in a nationwide survey are reported. Aspirations were analysed according to three perspectives: the highest wished for, feasible (anticipated) and the lowest acceptable. Parents had very high aspirations in relation to the education of their children (more than 80% wanted them to enter higher education), 60% expressed confidence in such success. Aspirations were most strongly determined by the education of parents (a direct linear correlation) and to a lesser extent, place of residence and sex of the child were influential. The results showed the sustained high educational aspirations of Polish society, despite the fact that education is losing importance as a factor to guarantee high income and social standing.

7

Education reform and inequality: fifteen years of new lower secondary schools in Poland

88%

Sawiński Z.

Edukacja

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2017

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issue 2(2017)

146–163

EN

Inequalities in education are so deeply embedded in social stratification that even far-reaching school reforms are not able to weaken the influence of social origin on school achievements. The aim of this article is to verify whether the education reform, which in Poland established a new type of 3-year lower secondary school (gimnazjum), simultaneously equalised the chances of students from different social backgrounds at the transition from lower to upper secondary school. All hypotheses were tested using PISA data from the years 2000–2012, which covered the period before and after school reform in Poland. In case of the first hypothesis, which concerned changes in the impact of social origin on student’s performance in the last year of the new schools, i.e. a year before transition to upper secondary school, PISA data clearly demonstrated that after the reform, there was no significant decrease in correlations between socio-economic status of students and their results in three PISA domains: mathematics, reading and science. In case of the second hypothesis, which was directly focused on social selections to upper secondary schools, PISA data did not confirm that anything changed in this respect after the reform. The third hypotheses addresses the problem of the growing differences among schools in terms of their performance. During the fifteen years since the reform, new schools started to diversify more and more, especially in large cities. PISA demonstrates, however, that this diversification did not perpetuate social inequalities, but rather resulted from competition among schools in the quality of instruction. The latter result was supported by PISA data from eight European countries where students, as in Poland, attend schools which are not divided into tracks. Between 2003 and 2012, growing differences among schools was observed in most of these countries, but in none of them was it accompanied by growing inequalities in education.

8

Estimating teacher effect using hierarchical linear modelling

88%

Koniewski M.

Edukacja

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2014

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issue 5(130)

70–91

EN

This paper reports a study addressing how teacher effectiveness influences student outcomes in Polish Lower Secondary schools. Data from a Polish nationwide lower secondary school study were analysed. Data included 3883 pupils in 246 classes, in 137 schools with 202 maths teachers and 4119 pupils in 260 classes, in 143 schools with 215 language teachers. Variance of exam scores explained by teacher effect was 12% (maths) and 8% (language skills). Controlling for prior achievement, intelligence and student family background, teacher effects were 5% (maths) and 4% (language skills). Until now there has been no consensus about which teacher characteristics could explain variance in their effectiveness. The scale of “teacher authority/classroom management” explains 91% of exam scores in maths and 81% in language skills, when controlling for prior student achievement, intelligence, student family background and school location.

9

Abandoning mathematics. Reconstructing the process in the context of the social perception of mathematics

88%

Baczko-Dombi A.

Edukacja

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2017

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issue 5(2017)

56–71

EN

Mathematics, as no other school subject, evokes conflicting emotions and contradictory attitudes – from “the gate to a career” and “the queen of science” to the widespread acceptance of mathematical ignorance in society. The process of studying mathematics requires systematic work and patience, as mathematical knowledge has a cumulative nature. In the case of mathematics education, some students abandon mathematics at quite early levels of education and begin to consider themselves “humanists”, which results in serious consequences for future educational and career choices. In this paper, I propose a description of the process of escaping from mathematics in the context of students’ perceptions of this subject, using the results of two studies – one qualitative and the other quantitative.

10

Technicyzacja: „w niewoli władzy i wolności”

87%

Klichowski M.

Studia Edukacyjne

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2019

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issue 54

EN

Technicalisation, particularly in relation to mass media and Internet, catches people – as Melosik’s concept shows – in a trap of power and freedom. Contemporary citizens are misled by the promise of technological freedom and, simultaneously, they stimulate the processes of global technicalization. As a consequence, they become slaves of technological power. This paper shows two selected contexts of such techno-paradox: techno-slavery of cognitive processes and techno-slavery of the future.

11

Wszędzie dobrze, ale w domu najlepiej. Analiza decyzji dotyczących kontynuacji nauki na studiach drugiego stopnia na podstawie danych rejestrowych Uniwersytetu Warszawskiego

87%

Tomasz Zając T. Z., Komendant-Brodowska A.

Studia Edukacyjne

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2016

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issue 42

309-332

EN

The aim of the paper is to analyse decisions of first degree graduates concerning continuation of their education on second-degree programmes. One of the changes introduced by the Bologna process was a division of university programmes for the first-degree (bachelor’s degree) and seconddegree (master’s degree) programmes. As a result, a new educational threshold has appeared in the course of higher education and at that threshold students decide whether to continue education and if so, which university and programme to choose. All choices involve various costs and benefits, both to be experienced immediately, as well as those that students plan to achieve or incur in the future. The article presents data on the decisions regarding the continuation of studies in the context of the assumptions of rational choice theory: methodological individualism and rationality of actors. The analysed data come from registers of the University of Warsaw. The most common decision of first-degree graduates at the University is not to change anything: either the programme or mode of study. This result will be explained in the context of assumptions about the preferences of the students.

12

Bezpieczeństwo jako podstawowy element realizacji utopii edukacyjnych XIX i XX wieku

87%

Futyma S.

Kultura-Społeczeństwo-Edukacja

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2016

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vol. 10

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issue 2

125-136

EN

This reflection is associated with unquestionable power of utopia in education. Education has always been associated with the implementation of social utopia. The intensity of this activity can be observed especially in the nineteenth and twentieth centuries. With utopia, education systems may take into account future scenarios, risk, and to disseminate the truth that knowledge and early solution to the problems is a prerequisite for social security.

13

Wykształcenie w systemie wartości uczniów szkół ponadgimnazjalnych małego miasta

75%

Woś M.

Edukacja Humanistyczna

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2015

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issue 1

83-97

PL

Edukacja, która należy do istotnych dziedzin życia społecznego, dokonuje się w społeczeństwie w kontekście instytucjonalnym i zaspakaja aktualne potrzeby związane z przygotowaniem ludzi, m.in. do działalności zawodowej i kształtowania losów osobistych. Społeczeństwo w Polsce chętnie inwestuje w wykształcenie. Jedną z cech wyróżniających człowieka i całe społeczeństwa od biosfery jest stan świadomości z wartościami, odczuwalnymi i uznawanymi. To one stają się podstawą ładu społecznego i kultury danego społeczeństwa. Edukacja ma służyć ich promowaniu i nakłanianiu jednostek do internalizowania wartości, ze względu na ludzką czynność.

EN

Education that is one of the most essential fields of social life is performed in the society in institutional context and satisfies current needs connected with preparation of people, among others, to career and personal life. The society in Poland eagerly invests in education. One of the features that characterises a human being and the societies from the biosphere is the state of consciousness with the values, perceptible and acclaimed. Those values become the basis of social order and culture of one society. The purpose of education is to promote and convince individuals to internalize values when it comes to people’s action.

14

Screen-based reading practices – results of the Study on children’s and adolescents’ reading habits and attitudes

75%

Zasacka Z.

Edukacja

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2017

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issue 5(2017)

99–114

EN

This article focuses on how digital technologies are used in the reading practices of adolescents. The results presented here are drawn from a study of young people’s reading habits. One of its aims was to determine students’ online reading habits. Selected results are presented from the qualitative and quantitative stages of the study. The quantitative stage was conducted in November 2013 with 1721 students completing primary school and 1816 students from lower secondary school. The paper reviews its key findings about how students read books: offline or online, printed or on-screen, whether they look for information about books on the internet and whether they use the internet as a source of reading material.

15

The Individualisation of Responsibility and School Achievement

75%

Mencin Čeplak M.

Sociologický časopis. Czech Sociological Review

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2012

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vol. 48

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issue 6

1093–1114

EN

Education is seen as an investment in ‘human capital’, and providing children with a good education is considered to be key to securing their future and their success in life. This article analyses how these discourses on education affect young people in the context of the dismantling of public services and growing social uncertainty. Surveys on youth in Slovenia in the late 1990s and 2000s indicate that children are exposed to the pressure of academic success very early in their lives. The article examines the symbolic meaning of academic achievement, the importance of school success in the educational path in post-socialist Slovenia, and its influence on teenagers’ self-understanding and identity construction. The analysis is based on short narratives written by secondary school students about their experiences with school (under-) achievement. The wider social context is clarified based on some research and statistical data. The analysis leads to the conclusion that striving for school success is a response to the neoliberal process of individualising responsibility, which is also reflected in ‘truths’ about the importance of early child care for later academic achievement—these ‘truths’ can be understood as normalising discourses, which have an important influence on the construction of the self and the parent-child relationship.

16

The dynamics of perception of social integration in primary school. The latent growth curve model

75%

Grygiel P.

Edukacja

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2017

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issue 5(2017)

129–145

EN

The article discusses the specific character of changes in the assessment of the sense of social integration in the classroom between primary school third- and sixth-graders, and their social, demographic and cognitive determinants, with special consideration given to a pupil’s position in the sociometric network. The analysis of latent growth curves – based on a scalar longitudinal measurement invariance, the bifactor model of the Perceived Peer Integration Questionnaire (PPI) and three rounds of the nationwide study School determinants of educational effectiveness (N = 4349) – indicates that the second stage of learning in primary school is characterised by a more negative perception of peer integration in classroom settings, which cannot be explained by socio-demographic variables nor the relationships taking place within peer networks. This indicates that it may be linked to developmental changes rather than to the actual deterioration of peer relations.

17

Information Literacy As Fetishized Theoretical Category – An Example of Pro-ana Youth Blogs

75%

Siuda P.

Kultura-Społeczeństwo-Edukacja

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2017

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vol. 11

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issue 1

229-253

EN

Scientific reflections on information literacy have emphasized that young people must develop information competences related to using the Internet. Among various approaches, in the generic approach, catalogues of competences are constructed and treated as lists of desired behaviours and skills. The article aims to criticize this approach and its characteristic fetishization of theoretical categories; because of fetishization, these catalogues of competences fail to reflect social reality. The article presents the practices of female bloggers of the pro-ana movement: young girls who consider anorexia not a disease but a lifestyle. Using the method of content analysis, the author analysed 561 blog entries on 15 blogs and compared the collected data with a model catalogue of competencies created based on the literature. Perceived from the perspective of the generic approach, female pro-ana bloggers may be considered informationliterate. This implies that this approach is deficient as the pro-ana movement negatively impacts both healthy and ill girls. The analysis indicates that proponents of the generic standpoint should distinguish the so called competent negative uses.

18

The Principles of Education Described in Studying Education, an Introduction to the Key Disciplines in Education Studies, Edited by Barry Dufour and Will Curtis in Open University Press in 2011 in the UK

75%

Suwalska A.

The New Educational Review

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2013

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vol. 32

347-354

EN

This book in an accessible manner examines education disciplines in one handy volume. It provides well prepared study activities and extra notes to texts, figures and journals of particular education disciplines. In chapter one Barry Dufour presents an introduction to the history of education. Next chapter reveals the political, economic and social context for changes in contemporary education. The third chapter considers the fundamental philosophical ideas beginning with Greek philosophers and taking us forward in time to today by looking at the influential educational ideas (Dufour, Curtis, 2011). Chapter four depicts the most significant areas of the economics of education. The main sociological perspectives in education are presented in chapter five. Next chapter presents behavior, learning and intelligence as parts of the psychology of education. Comparative education through the prism of research is presented in the last chapter.

19

Edukacyjne konteksty badań młodzieży – refleksja na temat znaczenia podziałów subdyscyplinarnych (na kanwie doświadczeń współpracy w polskim środowisku socjologicznym)

75%

Mikiewicz P.

Rocznik Lubuski

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2022

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vol. 48

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issue 1

77-85

EN

The text is the author’s reflection on the importance of subdisciplinary divisions in sociology. In particular, the author looks at the motives and functions of distinguishing the research community of sociology of youth and education. The analysis is carried out in two dimensions: meta-scientific and social. As regards the first dimension, the author shows the logic of the formation of sub-disciplinary boundaries as an effort to integrate the research community. The second dimension shows the difficulty of defining a clear demarcation between the sociology of youth and the sociology of education due to the object of interest of these two research communities. The text has an essayistic character and is an expression of the author’s personal reflections and an invitation to a discussion in the discussed problem field.

PL

Tekst jest autorską refleksją na temat znaczenia podziałów subdyscyplinarnych w socjologii. Szczególnie autor przygląda się motywom i funkcjom rozróżnienia środowiska badawczego socjologii młodzieży i edukacji. Analiza podjęta jest w dwóch wymiarach – meta-naukowym i społecznym. W pierwszym wymiarze autor ukazuje logikę kształtowania się granic subdyscyplinarnych jako działania na rzecz integracji środowiska badaczy. W drugim wymiarze ukazano trudności w określeniu jednoznacznej demarkacji pomiędzy socjologią młodzieży i socjologią edukacji ze względu na przedmiot zainteresowań tych dwóch środowisk naukowych. Tekst ma charakter eseistyczny i stanowi wyraz osobistych refleksji autora oraz zaproszenie do dyskusji w omawianym polu problemowym.

20

Od diagnozy do skutecznej polityki edukacyjnej: potrzeba reorientacji w badaniach nad nierównościami w oświacie

75%

Sawiński Z.

Studia BAS

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2020

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issue 2(62)

91-109

EN

The paper discusses to what extent current research meets the expectations of policies aimed at reducing inequalities in education. Initially, inequalities in education were perceived as a result of the incomplete accessibility of schools for disadvantaged social categories. It was believed that inequalities would decrease with the further reforms of education systems. However, along with the expansion of education, research showed that inequality did not decrease, but began to move to ever higher levels of the school system. It raised expectations that research results should help decision makers search for effective solutions to reduce educational inequalities. The author addresses the question of whether research has met this challenge and proposes to extend the scope of collected data to increase its usability in educational policy.

Refine search results

Book Reviews Sharon Gewirtz, Alan Cribb, Understanding Education. A Sociological Perspective

Estimating the effect of class size on academic achievement by ex post facto experiment

Knowledge-based society – near future or distant prospect?

Nový institucionalismus v pedagogice

ATTEMPTING TO REGISTER CHANGES: THE EDUCATIONAL DIMENTION OF CONTEMPORARY SOCIETIES

Aspiracje edukacyjne rodziców w stosunku do własnych dzieci

Education reform and inequality: fifteen years of new lower secondary schools in Poland

Estimating teacher effect using hierarchical linear modelling

Abandoning mathematics. Reconstructing the process in the context of the social perception of mathematics

Technicyzacja: „w niewoli władzy i wolności”

Wszędzie dobrze, ale w domu najlepiej. Analiza decyzji dotyczących kontynuacji nauki na studiach drugiego stopnia na podstawie danych rejestrowych Uniwersytetu Warszawskiego

Bezpieczeństwo jako podstawowy element realizacji utopii edukacyjnych XIX i XX wieku

Wykształcenie w systemie wartości uczniów szkół ponadgimnazjalnych małego miasta

Screen-based reading practices – results of the Study on children’s and adolescents’ reading habits and attitudes

The Individualisation of Responsibility and School Achievement

The dynamics of perception of social integration in primary school. The latent growth curve model

Information Literacy As Fetishized Theoretical Category – An Example of Pro-ana Youth Blogs

The Principles of Education Described in Studying Education, an Introduction to the Key Disciplines in Education Studies, Edited by Barry Dufour and Will Curtis in Open University Press in 2011 in the UK

Edukacyjne konteksty badań młodzieży – refleksja na temat znaczenia podziałów subdyscyplinarnych (na kanwie doświadczeń współpracy w polskim środowisku socjologicznym)

Od diagnozy do skutecznej polityki edukacyjnej: potrzeba reorientacji w badaniach nad nierównościami w oświacie